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Published by The A. N. Palmer Co.
Cedar Rapids, Iowa
By pupil of <'*. H. Lockwood
= ^-^HW* e * nt
The Bliss System is the only system on the market in which all business is
done over the counter by actual face-to-face transactions. This method naturally
creates great enthusiasm among the students and helps to increase the patronage of
the Commercial Department.
SEND FOR OUR SIXTY=PAGE CATALOGUE
THE F. H. BLISS PUBLISHING CO.,
THE NEW UNIVERSAL SYSTEM OF
TOUCH OR SIGHT
By I. W. PATTON.
SOME STRIKING FEATURES
The plan of fingering is clear and simple. No an-
tiquated or stereotyped method to puzzle and con-
fuse the pupil. The keyboard is shaded for the
different fingers, and one glance shows the pupil
just what finger to use. Over two thousand lines
of fingering exercises on words and sentences are
furnished to the pupil.
It carries the, student up, step by step, from the
simplest words" to the most complicated tabular
work, giving new and valuable rules in every con-
nection. It is graded in such a manner that the
student becomes an expert operator without any
apparent effort, and with very little work on the
part of the teacher.
Each page of exercises is arranged to end uni-
formily, thereby making a neat page, giving the
student an incentive to accuracy, neatness and
method, and teaching the use of the marginal
stops. All the words, phrases and sentences given
are of uniform length. .
INSTRUCTIONS TO THE TEACHER.
One whole page is devoted to valuable hints to
the teacher, telling how to use the work to the best
advantage, and showing how to obtain the best re-
INSTRUCTIONS TO THE STUDENT.
Another page instructs the student, in a clear and
comprehensive manner, how to master the subject
of TYPEWRITING BY TOUCH, and how to make
the best use of the book to that end.
SPEED PRACTICE AND TABULAR WORK.
It gives the best hints for gaining speed in typewriting,
which alone are worth the price of the book to any teacher or
student. The tabulated work is most extensive, and the im-
portance of this class of work is conceded by every teacher of
experience. In many offices the greater part of the work to
be done is tabulations. The student should be thoroughly
drilled in this line of work while in the school room. The
examples given are taken from actual business.
PRICE, 60 CENTS POSTPAID.
Liberal Discount to Schools.
Teachers' Examination Copy, postpaid. 34c. Mention school
Adopted by the High Schools of New YorK,
Brooklyn and other leading cities.
ISAAC PITMAN SHORTHAND
erly "Short Co
<J Short Lessons, simply graded— no discouragement.
•I Words and Sentences introduced in the first lesson.
<J Business Letters introduced in the seventh lesson.
1 Position Writing from the commencement.
<J Phrases taught from the fifth lesson.
•J Reporting Style taught from the commencement.
<I Finality of Outline— no form introduced before the prin-
ciple governing it has been explained.
Revolutionizing Ihe Teaching of Shorthand.
What a Well Known Teacher Says.
"The revised and enlarged edition of 'Short Course' will
meet with the hearty approval of every teacher and will be
welcomed by pupils. The chapter on Speed Practice, the
lists of phraseograms and tables of the alphabet, vowels and
double consonants, the fifty-three graded and hypenated busi-
ness letteis and other drill exercises contained in the pages ad-
ded to 'Short Course'— these additions make the road to aman-
uensis speed comparatively easy for the student who has mas-
tered the principles contained in the forty fascinating lessons.
In saying that the revised book now entitled 'Course in Isaac
Pitman Shorthand' is the most practical, pedagogical short-
hand text published, I believe I merely express what hun-
dreds of others have already said. In changing about one
hundred and fifty High School pupils from a Pitmanic mod-
ification to Isaac Pitman Shorthand as presented in 'Short
Course,' I have not heard a single objection or complaint
from pupils and school authorities, nor have I met with any
discouragement from pupils. The reason is obvious: Each
lesson is complete in itself. The pedagogical presentation
of a few principles at a time, together with copious lists of
words, sentences and letters illustrating these principles,
and no other principles not previously explained, and the
fact that outlines are given first in their briefest practical
form (and never changed), make the learning of shorthand
fifty per cent, easier than any other method I have ever seen
in any book. Your book is revolutionizing the teaching of
shorthand. "-E. H. CRAl'ER, Instructor in Shorthand,
Paierson (X. J.) High School.
Cloth, gilt lettering. 241 pp. $1.50. Liberal discount
to schools and teachers.
Send for particulars of a special course to
Teachers, and copy of "Which System"
and "Pitman's Journal."
ISAAC PITMAN & SONS, 31 Union Square, New York
Cumulative Speller and Shorthand Vocabulary," 75 els.
Taquigrafia Espanola de Isaac Pitman," $1 .25.
"By Their Fruits Shall Ye Know Them"
The real test of a business practice course is what the student learns from it.
It is not a matter of rainbow colored business papers, or gaudy-looking blank books, big pic-
tures showing students doing "actual business."
The best course is the one that keeps the student busy learning and doing the thing he needs
to know and do when he gets into a real business office. That is why
THE NEW GOODYEAR-MARSHALL COURSES
are becoming so popular with school men who want their students to make good when they take
positions. They are practical from the start and waste none of the student's time with obso-
lete bookkeeping and needless time-consuming routine.
"Your new Modern Inductive presents the most lucid and logical development of double
entry that I have ever seen" are the words of a well-known and successful business school man.
This "new idea" beginner's course is supplemented by a number of equally attractive and
practical advanced sets.
Remember. Our courses are so planned as to give you your choice of either individual or
community, face to face transactions from the start, an advantage never before offered in any
It will pay you to investigate. Free samples and full information to all teachers. Don't
delay, write today.
GOODYEAR-MARSHALL PUBLISHING CO., Cedar Rapids, Iowa.
"The Up=to=date People."
Home office, Cedar Rapids, Iowa, where all correspondence
omittances should be sent.
Chicago office. Room 809, 151 Wabash Avenue.
New York office, Room 401, 32 Union Square.
The American Penman is published in two Editions: The" Stu-
dent's Edition contains all of the features that it has contained during
past years, and that have made it the leading penmanship publica-
tion of the world.
The Professional Edition is a publication of the Student's Edition
with sixteen additional pages devoted to department work along
business training lines, articles from leading educators, Round Table
talks, school news, convention reports, etc. The Professional Edition
is printed on enamel book paper, thus making the typographical ap-
pearance especially attractive.
PALMER'S PENMANSHIP BUDGET.
Palmer's Penmanship Budget is a complete school of penmanship
in business and ornamental writing, newspaper illustration, pen
drawing and automatic pen work.
The Budget is a book of 136 pages, and the first forty-nine pages
are devoted to a course in muscular movement business writing by
A. N. Palmer, the remaining pages being divided among the branches
of Penmanship above enumerated, and dozens of illustrations by
leading penmen of America.
Palmer's Penmanship Budget has been worth hundreds op
dollars to many teachers and students.
Students' Edition, one year without premium $ .65
Students' Edition, one year, with a copy of Palmer's Penman-
ship Budget 1 .00
Professional Edition, one year, without premium 1 .00
Professional Edition, one year, with a copy of Palmer's Pen-
manship Budget 1 . 50
Canadian subscriptions ten cents extra for the Student s Edition
and twenty cents extra for the Professional Edition.
A. N. PALMER, Editor
W. C. HENNING, Associate Editor
THE A. N. PALMER COMPANY, - Publishers
Advertising Columns are 13 ems wide.
In our regular advertising columns, advertisements from reliable
persons or firms will be inserted at the following rates:
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One inch two months 4 . 50
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Discounts will be given for long term contracts and large amounts
A SPLENDID ADVERTISING MEDIUM.
The American Penman, with more than a hundred thousand readers
every month, is the finest advertising medium of its class. It covers
the business college and commercial training school field completely.
It reaches every progressive commercial and penmanship teacher in
the United States and Canada. It has a large number of subscribers
among public school workers, and it goes to hundreds of bookkeepers
and general office clerks.
CHANGES IN ADDRESS.
Subscribers desiring to have their addresses changed should
write us as par in advance of publication day as possible, and
it is absolutely necessary that the former as well as the pres-
ent address be given. unless subscribers conform to this
simple request they cannot be served promptly.
HOW TO REMIT.
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The A. N. Palmer Company, Cedar Rapids, Iowa.
WE REFER YOU TO THE
ENGRAVING IN THIS ISSUE
AS SPECIMENS OF OUR
WORK. M M M M
WE ARE ESPECIALLY
EQUIPPED FOR WOR K
OF THIS KIND. M M M
ALDEN ENGRAVING CO.
CEDAR RAPIDS, IOWA
• ii — ^«ii^»i »■ < tf^ l ^ ii' «■ » Q^mH% - ii m
What Others Have Learned by Experience. It Pays to Investigate.
"Chartier Shorthand is far superior to any other system we have ever used."— Brown's Business
College, Lincoln, Neb.
"There is nothing to equal Chartier Shorthand. "—MacChesney Business College, Paterson, N. J.
"It is the greatest system ever published."— Bliss Business College, Columbus, Ohio.
"With Chartier Shorthand students save so much time for other things. It is great."— Beutel Busi-
ness College, Tacoma, Wash.
"We formerly taught Pitman and Gregg. About six months ago we started six students on Char-
tier. To-day we are teaching it almost exclusively."— Acme Business College, Seattle, Wash.
"We think Chartier Shorthand the greatest system ever devised."— Western School of Commerce,
"After thoroughly investigating Chartier Shorthand, we discarded both Pitman and Gregg."—
Metropolitan Business College, Dallas, Texas.
"Chartier Shorthand saves so much time for other things and therein its greatest beauty lies." —
Portland Business College, Portland, Ore.
"There is nothing like Chartier Shorthand for ease in learning and rapidity in writing. Its reading
power is something wonderful."— Rubicam Shorthand School, St. Louis, Mo.
"It is a wonderful system of Shorthand." — Miles Business College, Detroit, Mich.
"We have displaced Pitman for Chartier."— Davis Business College, Toledo, Ohio.
"It is so simple that a child can learn it. It has equally as great advantages from the speed point
of view, as other standard systems."— Eastman Business College, Poughkeepsie, N. Y.
Behnke- Walker Business College of Portland, Oregon, experimented with the system last spring
by teaching a class in it. This convinced them and their initial order was for five hundred books.
CHARTIE.R-SPENCER PUB. COMPANY, New Orleans, La.
AS PERFECT AS
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N93 UNIT BILLER
MAKE IT POSSIBLE TO
THOROUGHLY SYSTEMATIZE ALL
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Business Letter Writing
One of the neatest and brightest little works
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Single copy sent postpaid for SO cents.
New Commercial Arithmetic
A book of 479 pages thoroughly covering the
subject. Copy sent postpaid, $2.
Try a Box of Musselman's
Perfection Pens, 25 cents.
For full information and sample pages, write
D. L. HUSSELHAN PUBLISHING CO.,
id-class matter, April 10, 190G, at the postoffice at Cedar Rapids, Iowa, under the Act of Congress of March 3, 1879.
CEDAR RAPIDS, IOWA, FEBRUARY, 1908
AT the late convention in Pittsburg, I referred in an
address before the National Penmanship Associ-
ation to the mistakes many supervisors of writing
TL , Y , , , , are making. What I said was so
Ine Work ot the vigorously applauded by my
Supervisor of Writing friend, Mr. D. W. Hoff, super-
visor of writing in the public
schools of Lawrence, Mass., that I concluded it rang true,
according to his notions. I have been reading the stenog-
rapher's transcript of that part of my address, and have
concluded that I did hit upon some partly hidden truths.
We all know of large public school systems in which
supervisors of writing are drawing good salaries and
showing no adequate results. There are public schools
where the supervisor is an obstacle in the path of penman-
ship progress, and vet if he has the backing of his superin-
tendent he might make his work verv fruitful. I shall be
glad to have supervisors and others discuss this subject
through the columns of The American Penman.
The following is what I said in my address: "Many
supervisors of writing in graded schools who are expert
penmen and really good teachers of practical writing, are
struggling with a problem which they seem unable to solve,
because they are attempting to carry a burden which be-
longs to the grade teachers. The business of the super-
visor is to teach the teachers how to teach the children, and
he who undertakes the responsibility of class room results
is adopting a plan that spells partial or complete failure
from its ijiception. Many times the regular grade teachers
of public schools have said to me. 'We have nothing to do
with the teaching of penmanship, because a supervisor is
employed to do the work.' Unon inquiry, I have ascer-
tained that he was able to visit their class rooms once in
two weeks, once a month, once a term, or once a year, de-
pending upon the size of the school system. Personal in-
vestigation in such cases has disclosed as poor writing as
could possibly be developed under any system. Without
the co-operation of the grade teachers it would be im-
possible for you or for me to handle successfully the pen-
manship of a system of schools in which there were as
many as two thousand pupils. In a system of only that
size, one could not know the pupils intimately, could not
be with them constantly, and hence could carry out no
scheme of correlation connecting penmanship with spelling,
composition, and other written work.
"Some supervisors are succeeding because they are plac-
ing the responsibility for class room results where it be-
longs — on the shoulders of the grade teachers. They, in
after school Conferences, teach the teachers as they expect
them in linn to teach the pupils. The teachers practice,
and perhaps give the supervisor a fixed number of pages
of their practice work each week for examination and cor-
rection. This plan is continued until they become expert
in execution as well as in teaching. As new teachers enter,
they eume under the personal instruction of the supervisor,
who drills them and teaches them how to write, in order
that they in turn may teach their pupils. He goes from
building to building, giving model class room lessons, not
especially for the benefit of the pupils, but to teach the
teachers how to handle their classes successfully in this im-
portant branch. Under such a plan, it is not very difficult
for superintendents and school boards to locate the am-
bitious and successful grade teachers of penmanship. In
school buildings in which the principals take their- logical
positions as the leaders in this branch as well as in others,
the results will be highly satisfactory. In other buildings
in which the principals are too diplomatic or too unin-
terested to insist upon close adherence to the successful,
well tried plan, the writing of the classes will suffer, and
will be so poor in contrast with the work shown in other
buildings that the matter will likely be investigated by the
school officials. The real test of the ability of the super-
visor of writing is his ability to teach the teachers who are
under him ; their teaching knowledge being reflected daily
in their work with the pupils, entirely outside of any special
PUBLIC school officials, principals and teachers know
that the systems of penmanship they have been using
have not led to practical results. They know that
something has been radically
Turn on the wrong, but very often they do
Light not know what. Nearly all will
welcome specific information ; in-
formation that will inform; that will enable them to under-
stand why results in writing have been so poor as to make
public school penmanship a reproach in business circles.
Honest, conscientious, ambitious teachers will not only be
thankful for enlightenment regarding past performances
which have led to partial or complete failures, but will be
equally thankful for specific information that will enable
them to start right — even though they may be compelled to
begin all over, and through study and practice learn what
they have never known — how to write a good business
style in order to become the real leaders of their pupils in
this important branch. Teachers of practical writing
everywhere can do a great, good, and lasting work, by
seeking public school workers and showing them what has
been wrong with the penmanshin of America. Soft words
may turn away wrath, but they will not lead to a great and
sweeping reform in the instruction of millions of public
school children who have a right to demand what has
long been withheld — training that will lead to a style of
writing embodying legibility, rapidity, ease and endurance.
Ihave accumulated at the New York City office of The
A. N. Palmer Company at considerable cost, a large
'number of clippings from daily papers relating to the
A p I ■ subject of writing. Vertical writ-
A Penmanship nlL , j, as Deeri verv fruitful as an
Symposium editorial theme, and the seal of
condemnation has been placed
upon that particular style of chirography in almost every
item that has reached me. Next month I shall begin the
publication of these clippings in The American Penman.
This symposium will be continued from month to month,
and will prove very interesting to our readers. It will re-
flect the opinions of business men as well as editors. The
demand for more practical methods of teaching writing is
most insistent, and like Banquo's ghost, will not down.
I shall be very thankful for any press clippings, on the
subject of writing that the Penman's readers will send to
me at 32 Union Square, New York City.
Extra prints of the Lincoln portrait, like the one on the cover, can be secured for 30c each, from G. H. Lockwood,
Lockwood-Stoltz Art School, Kalamazoo, Michigan.
} Co) T^=4
WITH SUGGESTIONS FOR STUDY AND PRACTICE
BY C. C. LISTER.NEW YORK CITY
STUDENTS should avoid the tendency to drop back
into the habit of using the fingers. Keep in mind
that the light gliding movement used in the first oval
drills must be applied to all copies. Be sure that the po-
sition of the arm is good ; see that it plays freely on the
large muscle in the sleeve without the slightest resistance
in any way. Do not neglect to review the oval exercise
frequently. The small o and m exercises should be re-
viewed almost daily in order that you may fix the habit of
writing with a free movement.
In drill 156, for the development of capital B, let the
arm and pen play forward and backward as in the push-
and-pull drill given in our October lesson, and then finish
as you would the letter. The count is I, 2, 3, 4, 5, 6-7, 8,
with a slight pause on the 6. Observe that the straight
line part of the exercise is not as high as the oval part of
B. Notice the finishing turn in this drill. In making
capital B as indicated in drill 157, make a slight pause at
the blue line before retracing to make the last part. Try
to make the top well rounded and as broad as the bottom.
Form the small loop at half the height, and form a dot at
the finishing point. The count is 1, 2, 3. The words given
in drills 159 and 160 will be found excellent for applying
this letter. Observe how the joining is made between B
and the letter following. Be sure to write these words
with a continuous motion, and avoid lifting the pen be-
fore the word is completed. In writing sentence 161, ob-
serve carefullv the uniform spacing between letters and
words. The spacing between the words should be greater
than that between the letters.
Study the style of T indicated in copy 162. While this
letter may be made in a variety of ways, it is believed that
the style given will be found easier and better adapted to
rapid writing than any other. It is quite like a large figure
one, with a cap similar to the ordinary style of T. In
making the stem of this letter be sure not make it too
tall ; avoid a loop at the top, and be careful not to leave
too much space between the starting point and stopping
point at the base line. In forming the cap, begin with a
small loop, close to the top. and finish with a short com-
pound curve, or wave-like line. The style of F indicated
in 165 corresponds to the style of T and needs no further
explanation except that the cross line in this letter is at
about half its height. The words in lines 163-64 and 166
will furnish good practice in applying these letters. Avoid
the tendency to carry the top of T and F too far to the
right, as this gives the page a stringy appearance.
In writing the name F. H. Kimmer, notice how F, H,
and K are linked together, and be sure to preserve uni-
form spacing between them.
Capital J begins with a reversed oval stroke, therefore
preliminary practice on the reverse oval in connection with
this letter, as indicated in 169, will prove beneficial in de-
veloping the proper motion for the top part of J. Ob-
serve that the top is larger than the bottom. Notice just
where the pen strikes the paper, — below the line, also that
the first upward stroke is a full left curve. Try to main-
tain uniform slant and size. Make twelve letters to a line.
In writing the words given in 171 and 172 be sure not to
lift the pen in passing from J to the letter following, and
'"/3 /3 /9 /3 /3 /3 /?/?/?/?/?/? /3
do not lift the pen until the word is written completely.
Do not fail to give special attention to the formation of
the various letters used in these words, as the w'ords given
from time to time contain letters which have been prev-
iously practiced and thereby furnish a continuous review.
If capital J has been mastered, little difficulty will be ex-
perienced in making a good capital I. The exercise given
in 174 is a good one to develop the movement used in
making this letter. Let the pen strike the paper below
the blue line, move upward and to the right with a full
left curve, as in capital J, and finish with a retraced oval.
The count should be I, 2, 3, 4, 5, 6, 7, 8. Observe that the
top of capital I is narrower than the top of J ; therefore
aim to make a shorter turn at the top of I than at the
top of J. Notice the two styles of ending as indicated 111
175 and 176. It is suggested that you master 175 before
attempting 176. The count for 175 is 1-2, with an accent
on the 2, where a dot is formed as a definite ending. In
176, the count is 1, 2-3. This latter style is the convenient
one to use at the beginning of a word as indicated in 177.
Capital S is a graceful letter, but a difficult one to form
nicely. The initial stroke is a full right curve, and not a
straight line as we often find it. The downward stroke
which reallv forms S, is a compound curve which should
cross the initial stroke at half its height. Drill 179 will
tend to develop the movement used in making this letter.
The count should be 1-2, 3, 4, 5, 6, dwelling slightly on 1.
Observe the fullness of the curve at the base line. Drill
181 is a good one to use in connection with this lesson, as
it reviews the small s exercise, brings to mind the similarity
of the ending of small s and capital S, and gives practice
in joining capital S as you do in writing words. Be sure
to close these letters at the base. The swing from this
letter to 4he letter following is the same as that used in
The count for drill 184 is I, 2-3, 4, 5, 6, dwelling slightly
on the 2 before forming the retraced oval. The beginning
stroke of G should be the same as that of capital S. Make
a well rounded turn a little below half the height of the
letter, and make the angle at half the height. A slight
pause at the angle will enable you to avoid making a loop
at this point. The ending of this letter should be the same
as that of capital I and capital S. The count for G is
1, 2-3, 4. Study drills 1S6, 187, 188, and 189; practice each
until it can be written with a light, free movement, and as
nearly like the copy as possible.
■^££^7^^^?^^ -JY/ZZ^^^-^C^Z^tf ^(J^?^^^?^y.
'**■ ^2T~ ^~" €^ 4i €^ ^/ ^Z~ ^T~
MR. LISTER'S COPIES-Continued
SUPPLEMENTARY WORK FOR ADVANCED. STUDENTS
By Frank Hook, Temple College, Philadelphia, Pa.
By S. C. Bedinger, Hill's Business College, Sedalia, Mo.
By T. B. Bridges, Heald-Dixon College, Oakland, Calif.
WITH SUGGESTIONS FOR STUDY AND PRACTICE
BY W. D. McDANIELS, OSHKOSH, WIS.
IN order to develop form, you must criticise your_ work
most rigidly. After you write a line, go over it and
t mark every incorrect stroke. Then write it again,
striving to overcome these defects. Work them out one at
a time. Don't aim to do the whole thing at once. Con-
stant repetition alone will not secure the desired results.
Some people think they can't write because of nervous-
ness. This is true with finger action, but it is not the case
with muscular movement. With the movement going at
full force, the nerves become quiet and will not in the least
affect your work. The nerves begin to make themselves
apparent when you retard the movement too much for the
sake of form. A proper mental attitude will bring the
nerves under good control.
Drill 108. Do not lift the pen in making the spiral
and retraced oval, but let the motion be continuous.
"When ycr shutin' bear, ef ye want 'im. don't never
think o' nothin' but the bear," remarked the old hunter in
"D'ri and I." If you want to make this exercise look like
anything, think only of a spiral and a retraced oval.
Drill ico. The word "now" makes a very nice criss-
cross drill. Work it up in your best style.
Drill no. We now take up letters in sentences, using
those which have certain letters predominating. In the
first sentence each word ha; the letter a. The same con-
dition is also true with the third sentence. The others
have their particular letter to a greater or less extent. Let
us remind you that movement, form, close study, and two
pages are the things that you must give to each sentence.
Drop out any of them and your progress will be quite
limited. . . .,, , , ,
Fifteen minutes of severe criticism will develop better
forms than a whole hour of indifferent practice.
If your movement is becoming slow, and you have a
tendency to stop in the middle of a word, just change to
some of the movement drills we had in the first lessons,
and work up your power again.
Do you realize what a demand there is in this country
today for good business writers? Are you one? Are you
doing all you possibly can to become one? If you really
want to get your writing up where you may know it has
commercial value, turn back to the first of this course, as
soon as you have finished the practice for this month, and
work up in your very best style two lines of writing for
each line given. Do this with the entire course. Then cut
it into slips with about four lines to a slip and mail them
to the American Penman. If your work possesses sufficient
merit, they will issue to you a beautiful Award which you
will prize as one of the best recommendations that you
can carry. If your writing is not quite up to the standard
for service in business, they will ask you to practice a few
weeks longer, which will be one of the greatest favors they
Don't let that discourage you, but set your jaw a little
firmer and try them again.
We will close the course with a few easy combinations of
capitals and some signatures. Study closely the connecting
strokes and execute the drills with a rapid movement.
As a farewell, I desire to express my appreciation of the
interest you have taken in these lessons. If they have
started only a few on the road to success in business writ-
ing, I shall feel greatly repaid for my efforts.
Trusting you will continue your practice until you have
attained a high degree of proficiency, I remain,
Yours with best wishes,
W. D. McDaniels,
(_^-^€>^Z-<J^-^^<^Z-^^ : ^>
; -c^^^^^^^^k^^x 7
MR. McDANIELS'S COPIES
MR. McDANIELS'S COPIES-Continued
MR. McDANIELS'S COPIES-Concluded
By J. E. Leamy. Packard School, New York City.
LUCK, THE GAMBLER'S ASSET
By CARL C. MARSHALL. Cedar Rapids, Iowa
I AM not of those who declare with positiveness, "There
is no such thing as luck." There is such a thing as
luck — at least the dictionary says so — and I think the
statement is well backed up bv average human experience.
It is common to deny the existence of luck, but I, for one,
can see no good in denying or ignoring the evident facts.
Webster defines luck as "that which happens to a person,
and which comes without foresight, intention or expec-
tation." Now, things, both good and bad, do "happen" to
most of us in just that way. Sometimes there is a series
of these unforeseen occurrences, and we say in our ex-
pressive everyday English, "So-and-so has 'bad luck,' " or
"good luck," as the case may be. The one determinate
and significant thing about luck is, that no amount of ef-
fort on our part may either avoid it or bring it about.
Otherwise, it is not luck, but result. And right here comes
the confusion. People do not discriminate between luck
and result — between the things that "happen," and which
are beyond foresight or prevention, and those other things
which may, by a given line of action, be brought about or
avoided. When a man gets a broken leg by stepping on a
loose board in the sidewalk, or is put out of business by a
railway accident, it is bad luck, pure and simple, because
the misfortune could neither be reasonably foreseen nor
avoided. But when a chap gets his collar-bone smashed
in a football game, it isn't luck, for he gets what he could
reasonably expect, and what he might wisely have avoided,
unless he felt that the matter of breaking his neck was not
a serious concern either to himself or society. So with
favorable events. If a man buys a farm to make a living
thereon, and afterward a railroad is built through his
country, and his farm is chosen for a town site, his fortune
is clearly a case of luck. But if he had good reason to
believe that the road was to be built, and chose his land
with regard to the probable location of the road, and of the
town site, it was not luck. In the chain of incidents that
make up life, many things come to us that are neither at-
tainable nor preventable by any amount of foresight, and
we must all take our chance with these, and should take it
with philosophy, being neither demoralized by the good
luck, nor discouraged by the bad.
Much the greater number of the good things of life,
however, are the natural results of effort, while our ills
are mostly the results of badly directed effort, or of no
effort at all. Weak and "doless" people have always been
prone to charge up to "bad luck" many ills that are not
matters of luck at all. Also, they rest on their oars wait-
ing for the wind of good luck to fill their sails, and if it
fails to come, justify themselves accordingly. I doubt if
society is afflicted with any more damaging evil than the
widely prevalent tendency of people to "trust to luck" in-
stead of relying on their own efforts. Nothing else — not
even intemperance or immorality — so saps and rots human
character as the gambling habit, whether it is manifested
in shooting craps, in million dollar "deals" in Wall street,
or in the loafing idler's game of "waiting for something to
turn up." Reliance upon luck is the basis of the gambler's
creed, and the essential poison of the gambler's creed is
the willingness to take value from another without giving
an equivalent. This state of mind is always immoral, and
frequently (and quite logically) leads to criminality. The
man who by the gambler's code will take unearned money
from another, cultivates a moral callousness that will soon
enable him to take the money without the application of
the code. An "honest gambler," that is, one who will take
no secret advantage of his opponent, probably does not
exist. Every gambler is a potential thief, and the police
court records abundantly bear out this statement, extreme .
though it may appear.
The worst effect of gambling, however, both to society
and to the individual, is primarily economic. Whenever a
man begins to "trust to luck," he begins, in the same de-
gree, to lessen his trust in work. The gambler (and by
"gambler" I mean anybody who depends upon luck for
success) is almost never an effective worker either with
hand or brain. This is why ninety-nine per cent of them
are industrial failures There is not enough luck in life
to make it a dependable thing. On the average, there is
as much bad luck as good, and therefore no margin of
profit. The gambler soon finds this out, and tries by foul
means to. get the balance in his favor. That is why no
"successful" gambler is honest. Not long ago, a prominent
Chicago pool-room gambler was qouted as saying, "If you
want to win in the betting game you must get in on the
percentage side." This theory, aided by a lax enforcement
of law, has made wealthy men of a score or so of "big"
Chicago gamblers, but what has it done for their thousands
of weak victims who have supplied the gambler's profits
for the privilege of following up the "dope sheets ?"
My young friend, if you have in you any of the taint of
the luck-seeker, for your life's sake, get rid of it. Some
"good luck" may occasionally come your way. Very well,
accept it if it comes legitimately. If bad luck also comes,
meet it smilingly as a man should, but waste none of your
precious energies in waiting for the good luck or bewail-
ing the bad. Luck, whether good or bad, has one superior
and master, and that is Work. Hitch your train to that
engine, and the luck question for you will be effectually
THINK IT OUT
By CLYDE CARLTON LISTER, New York
THE ape is an animal of the monkey family, which
bears a strong resemblance to man, or to which man
bears a strong resemblance. I am not certain which
would be the more appropriate definition. One peculiar
trait of the ape is his tendency to imitate the actions and
habits of those about him. From this we get the saying
that a man apes another. By thjs we mean that he imi-
tates or copies.
The world is full of men who go through life aping, or
imitating others. They add nothing to what their pre-
decessors have done ; while they perhaps are not content
to "stand pat," or let well enough alone, and while they
would welcome an improvement of conditions, they do
nothing to bring about this improvement.
Now we recognize the fact that the world always has
been and always will be made up of all kinds of people ;
but we could divide them into two classes, those who are
leaders and those who are followers.
There is always a demand for those who are contented
and willing to do things others' brains have originated.
The thinkers can no more carry out and put into practice
their progressive ideas than the commander-in-chief can
fight the battles, or the captain attend to the details of
running the ship, or the head of the great department
store serve all his customers ; but unless somebody de-
veloped new ideas, the world's progress would be at a
The men who are prominent in the minds of the people
today, and the men of the past whose memories stand out
in history as shining lights, are the men who have
achieved something. They are the men who thought out
What enables us to call to mind so readily the great men
of history and the great men of today? Simply the original
things they have done to Dromote the \vorld',s progress.
Well, this all sounds very good, and there are perhaps
few who would not emulate great men if the way of doing
so could be made clear. It is true that circumstances
sometimes pave the way for great deeds, or bring about
opportunities to do something commendable, but these op-
portunities become ivasted opportunities unless we are pre-
pared to take advantage of them.
The men who stand head and shoulders above others
in their various professions and occupations are those
who have been willing to sit down and think out some-
thing that nobody else had thought of. Of course, all
men who do things take advantage of all that other men
have done along the same lines ; this is perfectly legitimate.
Progressive men of one generation should build upon
the achievements of the past ; otherwise it would be almost
impossible to make advancement along any line. These
achievements are discovered by reading. It is the readers
and thinkers who do things. Reading counts for little ex-
cept the passing of time and entertainment, unless we
think about the things we read. This develops reasoning
power. A distinguished lawyer and lecturer of my ac-
ruaintance said he mastered his law by reading several
pages on a given topic and then going over the hills alone
where he could think about what he had read and reason
Now the suggestion I should like to make is this :
Learn to think for yourself. If you are studying book-
keeping, do more than read and perhaps ^memorize some
rules ; the sum of the debits equals the sum of the credits ;
why docs it? Think it out. If your ledger doesn't balance,
will you make a bee-line for the teacher? No, think it out.
You will have more confidence in yourself if you do.
Don't let anyone show you where you made an error, but
find it yourself and see how proud you will feel after you
do it. If you encounter a problem in arithmetic that
puzzles you, don't ask for assistance until you have ex-
hausted every means at your command. Read and re-read
the problem ; try to understand clearly the different steps
of the solution, and then verify everything — think it out.
We find the circumference of a circle by multiplying the
diameter by 3.1416; why? We invert the divisor before
multiplying, in division of common fractions; why? There
are hundreds of little things we do just because somebody
said so, but we don't know why. Of course, you may not
care why, but would not these or some of the many others
like them do to practice on until we get the habit of
diggin£r beneath the surface of things?
In this way you become self-reliant. You strengthen
your reasoning powers, just as a boy becomes a great ball
plaver ; not by wishing he were one ; not by asking some-
body how to be one ; but bv keeping overlastingly at it.
Persistence helps, too. A little boy said to his papa, "Papa,
I want a goat." Papa said, "Yes, Willie, I'll get you a
goat some day." Willie repeated, "Papa, I want a goat."
"Yes, Willie." Then Willie began to dance and yell, "I
want a goat, I want a goat, I want a g-o-a-t !" And he
got a goat. Moral : keep at it and you will succeed.
This habit of independent thinking will grow, and as
the boys who practice it become men, they will have strong,
well-developed minds able to grasp the great questions of
the day. The old maxim, "Knowing is power," is truer
todav than ever before. The world must look to its think-
ing men for its leaders in all the various pursuits of man-
kind. Therefore, don't be an ape ; don't be content merely
to imitate others, and do the things they have done, but
learn to think for yourself.
THE COMMA-ITS USE AND MISUSE
THE comma is the storm center of the punctuation dis-
cussion. About other marks there is little diverg-
ence — either in theory or practice, but as to the comma,
no two authors entirely agree, either as to the rules or
their application. Also, the differences between "open"
and "close" punctuation consists mainly in the varying use
of this little mark.
As a basis for studying some of the variations in the
use of the comma by different standard publication houses,
I recently compared two publications of Bayard Taylor's
well known short tale, "Who Was She." Both are recent
prints, the one coming from the presses of Charles Scrib-
ner & Sons, and the other from Collier's Weekly. This
story, in the Collier edition, comprises twenty-three pages.
In the two editions there are forty-one discrepancies as to
punctuation, all involving the use of the comma. In one
case, one proof-reader employed a semicolon where the
other used a comma, and in two or three other cases, one
used tin- comma and dash where the other used the dash
alone. This comparison revealed some other interesting
facts which I shall refer to later on.
Punctuation as a whole may be treated logically under
three heads :
(1) Intermediate punctuation, which includes the sep-
aration of a sentence into its logical parts, mainly by the
use of the comma.
(2) Terminal punctuation, which includes the marks
required at the end of a statement, or question, the marks
used for this purpose being the semicolon, colon, period,
interrogation point and exclamation point. As to the use
of these, there is, among authors, little variation cither in
theory or in practice.
(3) Miscellaneous punctuation, or such special and
conventional uses of marks as are not included in (1)
Various authors have formulated from a dozen to
twenty or more rules for the use of the comma, but it is
probable that for the purposes of the practical student,
these could profitably be reduced to a half dozen at the
These comma rules may be conveniently grouped under
two divisions :
(1) The rules that apply in all cases coining under
them, and in the application of which there is little or no
variation in usage whether the punctuation be "open" or
(2) The rules that apply in some cases but not in
others, and in the application of which no two proof-
readers are likely to agree.
I shall first consider those rules that come under the
first of these two divisions.
Rule i. Set off with a comma anything included in a
sentence, which is of an explanatory or parenthetical
nature, which causes a break in the thought, or which ex-
presses an additional thought not closely connected with
'chat precedes or follows.
Note. When the interjected matter occasions a marked
or abrupt break in the thought, the dash or the parenthesis
Authors of books on punctuation usually formulate a
dozen or more "rules" to cover the various cases that come
under the above stated general law. The following sen-
tences are covered by the general rule and sufficiently il-
lustrate the various "little rules," a detailed statement of
which is more likely to confuse than to illuminate the
subject. In the sentences here given, the elements to which
the rule applies are printed in italics.
Sentences Illustrating Rule i.
i. Of all the public men I have known, he is the most
2. Upon the assemblying of Parliament, the King re-
tired to his castle at Runnymede.
3. His statement, however, does not help his case ; on
the other hand, it makes his guilt more evident.
4. The prisoner, with a look of defiance, faced his ac-
5. His books, which zocre once very popular, are now
6. We could soon see the castle, which stands close to
7. My friend, the doctor, would, of course, not agree
8. Gentlemen of the Convention, what is your further
9. We apologized humbly, but the man ivould not be
10. Then we heard the butler announce, "Luncheon is
n. They will go in the spring, when the journey will be
12. He adhered to the maxim, "To the victors belong
13. It was Sherman, not Sheridan, who won that battle.
Rule ii. Use the comma to indicate omitted words.
This rule applies to words or phrases in a series where
some or all of the conjunctions are omitted, also, to the
members of a compound sentence in which the verb is
omitted or "understood."
1. The native forest trees include the oak, maple, birch,
beech, ash, and elm.
Note. Usage now reauires the comma between the last
two members of the series, whether or not the conjunction
2. Love and hate, courage and fear, hope and despair,
will ever remain the ruling passions of men.
Note. Where words are used in pairs to show contrast
of ideas, the comma is used instead of the conjunction to
separate the pairs.
3. Neither the carping of enemies, the flattery of
sycophants, the outcry of the mob, nor the censure
of his superiors could cause him to forego his duty
to the State.
4. Ethel studied French ; Mary, Spanish ; and Kate,
Note. Here the commas after "Mary" and "Kate" show
the omitted verb, "studied."
5. Anderson then went to St. Louis, and I, to Chicago.
Rules I and II are observed in most publication offices
without much variation as to application, although, of
course, in some of the cases under Rule I, there is room
for difference of opinion as to whether the break in the
thought is sufficient to require parenthesis, the dash, the
comma, or, indeed, any punctuation at all.
The following rules are observed by those who adhere
to grammatical or "close" punctuation, but even with these
persons, there is usually, not much consistency in applying
Rule hi. Inverted phrases, or those not in their logical
or natural order in the sentence, are set off by the comma.
It is the application of this rule that occasions most of
the differences between open and close punctuation.
The following sentences illustrate the rule as applied by
the close punctuationists. In open punctuation, most of
the commas would be omitted.
On the hill, stood a large oak tree.
// Frank returns, I shall go.
3. At last, we reached the end of our journey.
4. Five days later, the President died.
5. Examine them as you like, afterward.
6. What are his best qualities, as a man.''
They promised to reply by letter, in a few days.
Whenever I look a man squarely in the face, I form
an opinion as to his character.
Rule iv. The members of a compound sentence, when
short and closely connected, should be separated by a
comma, also other compounded elements when long and
There is much diversity in the application of this rule,
some printing offices observing it to the letter, others ignor-
ing it entirely.
1. There had been rain during the night, and the earth
was still moist and soft.
2. The next day I took a large and late breakfast, and
sacrificed my dinner.
3. The two meant to keep the matter to themselves, but
I thwarted them.
4. The book was gone, and so were the faded flowers.
The above sentences are from "Who Was She," the
story I have previously referred to. Sentences 1, 3, and 4
are here punctuated as in the Scribner edition, while in
the Collier edition the points are omitted. In sentence 2,
the Collier uses the point, but the Scribner omits it.
About half of the forty-one discrepancies in punctuation
in these two editions concern Rule III. The remainder
are about eaually divided between Rules I and IV. Cur-
iously enough, neither of the nroof-readers is consistent in
applying any one of the three rules. Both of them have
open punctuation in some paragraphs, and close punct-
uation in others.
Rule v. When the subject or the predicate attribute of
a sentence consists of a clause, or when the subject with
its modifiers is of considerable length, the tivo parts of
the sentence are separated by a comma.
The first part of this rule is usually observed rigidly,
even in open punctuation, but the second part is largely a
matter ot judgment.
1. Whatever is, is right.
2. Mv opinion is, that he will fail.
3. Whoever knows him, admires him.
4. Those of us who believed that the party leaders had
been corrupted, refused to support the ticket.
Rule vi. Use the comma zvhenever its use will prevent
The application of this rule is so exceptional and de-
pends so much upon the individual judgment of the writer,
that it must be regarded more as a suggestion, than as a
"rule." The following sentences, however, illustrate cases
that are not really covered by any other rule, the commas
being needed solely because of the peculiar phraseology
1. The consumptive who sleeps in the open air fre-
quently, may regain his health.
2. I rode horseback, often accompanied by my friend.
(or, "I rode horseback often, accompanied by my
Note. The comma is necessary to show the application
of the adverb "often."
3. In the first cage we saw, there were a pair of bears.
(or, "In the first cage, we saw there were a pair
4. I had seen the fellow before, recognizing him as a
Note. Here, the omission of the comma, materially
changes the meaning.
5. His describing the process, clearly proves that he is
an expert, (or, "His describing the process clearly,
proves that he is an expert.")
Note. As remarked in a previous paper, it is well,
whenever feasible, to construct sentences in such a way
that the meaning will not have to depend on the comma.
I will remark in conclusion, that a judicious application
of the six rules I have here formulated will prove suf-
ficient for the ordinary student of punctuation. Those
uses of the comma which fall outside of them are few and
comparatively unimportant. One of the best ways to
become famiiiar with these rules is to write from dictation
good general matter that comes from some standard pub-
lishing house, punctuating it according to your best judg-
ment and then compare with the original, applying the
rule that determines each case. As in the case of other
departments of English composition, correct punctuation
should become a matter of habit, rather than of mere
By Francis B. Courtney, Minneapolis, Minn.
THE originals of these signatures are marvels of beautv. The skill with which they were written and tne
delicacy and artistic effect is wonderful. It is to be regretted that only,the forms of the letters and the
harmony of lines can be retained in reproduction. The artistic touch is lost.
r <^^bv^^V^^r" "^
m 0^!!^mOiilMmm mmmmm^S^KSi
Text Lettering by Frank W. Martin, Boston, Mass.
HERE is a style of letters that is especiajly adapted to diploma filling, as it is easily and rapidly made, and is
generally preferred by those ordering such work. It is the Old English text, and while it may be made very
plain and still he beautiful, it also admits of a great variety of ornamentation and can be finished very elab-
orately. For ordinary diploma work no ornamentation is needed. This copy shows the letters as the text pen
leaves them. They must be finished with a line pen. The names below show the uses of several styles and a good
size for general work. A No. 2 pen should be used for letters of this size.
A* U'MirXWij 33M. jIBecy
BY E. L. BROWN, ROCKLAND, MAINE
THE length of the loops as compared with the height
of the short letters is governed by the space the writ-
ing is to occupy. For instance, if the line? are very
near together, of course the loops must be short, even less
than twice the height of the short letters ; and on the other
hand, if the lines are quite far apart, the loops may be two
or even three times the height of the short letters. The
loops in the copy were made seven-eighths of an inch long,
and the short letters three-eighths of an inch high. Rule
light pencil lines to regulate the height, slope and spacing.
The student will find it a difficult matter to slope the loops
uniformly, and he will find it an advantage to rule slant
lines. Study the principles carefully and note the arrow-
heads showing the direction of the pen in making the
strokes. Write many pages of each exercise and word,
always studying the form and spacing with the most criti-
By Geo. H. Polk, World's Correspondence School of Pen Art, Junction City, Ohio
By Francis B. Courtney, Minneapolis, Minn.
Here is a pastime that will create considerable interest
among all those who are interested in letters. I have given
here numerous illustrations of the human head in letters
containing different expressions, some of joy, some of
anger. I have even portrayed the associate editor's smiling
countenance. It is exactly the way he looks upon receipt
of a big ekib.
The entire alphabet is at one's disposal, and with a
little thought and care one can produce heads of letters.
The eye is made from the A O C F and L; the ear
from CSGIDGBRJPLEF; the nose from
A O J U F M L V; the chin from EWJUSAFL;
the forehead from TMNCHLZFS.
Practice the letters comprising your name on your
head. Give up writing your signature and use your letter
The letters of your name producing a head of letters
applied to your check in business transactions, would be
an excellent method of heading off the forger.
HEN anything really new and unique in the line
of penmanship comes out, it usually has originated
in the cranium of that little wizard imp who whisp-
ers in the ear of Francis B. Courtney, and Courtney's car
is always to the ground to hear its approach. Several
years ago the imp confidingly said something to Courtney
"about figures and writing. No sooner said than a system
of figure writing was originated and sprung as a surprise
on the unsuspecting, who said, "how easy." Who would
have thought of it but Courtnev?
Letterheads ! There is nothing new about the sound of
the word. Most of us use it every day, but it remained
for Courtney to interpret its meaning anew.
It can be very appropriately said that Courtney's head is
a letterhead, and a head of letters as well. It is so full
of letters that he not only sees, but feels and hears them
wherever he goes. He feels them in the gentle breezes of
the springtime; he sees them in beautiful folds of the sum-
mer clouds, in the branches of the trees, and in the grace-
ful rolling of the breakers at the seashore, and he hears
them in the whistling of the winter winds. He has even
discovered them in the expressions of the human face.
How natural thev look. They have always been there, but
it remained for Courtney to see them. They would prob-
ably have remained hidden forever had Courtney been a
farmer instead of a penman. — Asst. Editor.
7 & £Z&z6tiazMs : &%M07iaM/
SHORT LESSONS ON PRACTICAL ILLUSTRATING
By G. H. Lockwood, Chief Instructor, Lockwood-Stolz Art School
I hope this month's lesson will find many of the readers
of the Penman with materials ready to begin work in
In the first lesson I tried to impress on you the im-
portance of the flat study as a help to rapid advancement.
I do not wish the student to overestimate the importance
of drawing from the flat, for nature is the real source of
art inspiration; original composition should be always the
end in view, and the flat study is simply a means to an
In this lesson I wish to emphasize the importance of
outline. 1 well understand that there arc no outlines in
nature, so to speak, and that objects become yjsible as
masses of values defined against each other. But we are
dealing with the practical problems of pen art, and have
to do with lines more than with masses of color tones, and
instead of defining our objects with tones one against
another, we shall have to outline them definitely.
As to this question of outline, it was man's first effort
to make permanent his art impressions, and will ever re-
main as the basis of art productions. Even the oil painter
who deals with masses of tone and color, must first place
his study properly on his canvas by means of outlitii
a noted art writer has said:
"The first efforts at Art with primitive man have always
been in outline, just as we find in children's work. The
aim is to get at the fact which the mind recognizes, rather
than the appearance on the retina of the eye — to get the
fact clearly stated without much regard to the means —
and it is in this sense that drawing in its earliest employ-
ment was a kind of writing. The Greeks used the same
word for writing and drawing, and there is little doubt
they considered the processes the same. All the arts of
design or drawing in their early development are es-
sentially conventional, in as much as they are produced by
lines, and there are no lines in nature. There does not
appear to be any evidence to show that the earlier nation-.
such as the Babylonians, Assyrians, or Egyptians, had any
knowledge of the fuller expression of form by means of the
gradation of shade. We find them outlining their forms,
and almost invariably in profile, then filling up the forms
with fiat tints of color. Thus, until the time of the Greeks,
the whole civilized world seems to have been satisfied with
the impression of form only by outlines and flat tints."
While outlines and flat tints no longer satisfy the ar-
tistic appetite of the moderns, outline must ever serve as
the artist's base of action. With a correct outline, wonder-
ful things are possible; without it, no matter how perfect
the blending of tones, how strong the value arrangement,
how correct the composition, or how lofty the idea, all must
be unsatisfactory, a house built uoon sand. The first thing
for an art student to acquire is the ability to see form cor-
rectly, and to place what he sees on paper in good outline.
It is mainly for this reason, the necessity of a well de-
fined, clean cut, accurate outline base, that all art teachers
of note cling to the pen as a means of art development.
There are other mediums that offer considerably less re-
sistance : the pencil or charcoal will easily produce soft,
flat, and modulated tones, hard to render with a pen ; the
brush, or wash drawing is also comparatively easy ; a
student ma» "slobber" around with a brush and get some
kind of effect that will pass without being noticeably bad ;
with the pen, however, it is different. As a noted oil
painter said of it, "It is most awfully direct." It means
cither right or wrong; it admits of no subterfuge; it re-
quires and develops accuracy, and also simplicity of treat-
ment. It is the king of instruments for the art student.
and in the hands of an expert, it is the most powerful
medium of thought expression yet devised. Many an
artist who can do passable work with a brush, falls down
completely when he tackles a pen, while one who is pro-
ficient with a pen need stop at nothing; brush drawing is
a mere matter of learning the tool. I have had students
who were advanced in pen technique, render brush draw-
ing in good style at their first attempts.
These lessons, then, will deal strictly with pen draw-
ings. This particular lesson has to do with pen outlines.
especially. Be it understood, however, that the pencil out-
line must precede the pen, for it takes an expert indeed to
draw with a pen direct. It is surely "too horribly direct"
for such stunts. Work on your outline lightly with a
pencil until it is approximately accurate before putting it in
-pen and ink. As long as vour drawing is in the pencil
stage it may be changed and perfected easily, and you
should not be in a hurry to use the pen, for once you
take it up, the lines become fixed and the mistakes stand
out like a wart on a man's nose.
Never begin your copy, sketch, or any drawing by first
carefully outlining some part of it, say the nose, if a
head ; or the head, if a whole figure. This is the wrong
way. the way of ,-the amateur, the way that leads to unde-
sirable, or, at the best, mediocre results. Block in your out-
lines in pencil with straight lines, just as simply as you
possibly can, paying no attention whatever to details. An
entire figure may be blocked in with a very few strokes.
Care should be taken if your figure is not vertical or hori-
zontal in position to indicate its angle correctly. This is
usually done by drawing an axis, or axial outline, through
the center of your paper to match an imaginary one on
your object of imitation.
This "blocking in" idea comes hard at first, but take my
word for it, it is the only way to get results that are worth
while. Any attempt to draw an object, developing details
accurately as you go along, will result in some parts of
vour drawing being out of proportion with the whole.
For instance, if you are drawing a face, the nose may be
good, the ear good, the eye good and the mouth good, but
they mav be so related to each other as to make a bad
draft ing. The first thing necessary is to locate the features,
the general shapes and angles as they fit into the head as a
whole, then draw them accurately.
To illustrate this blocking in idea, we will take the
fancy head of the girl published in the last issue. Our
diagram shows this head in two stages of development
as it should be drawn in pencil before attempting to put in
the outlines carefully with pen and ink.
No. I is simplicity personified, yet it is an effective draw-
ing telling a complete story plainly and forcibly. It was
made by John Lilliso, an old student of mine, who for
several years past has been .holding down a good job on
the Chicago News. In blocking in this figure, be careful
not to get the head too large, a common mistake in figure
drawing. In finishing, see that you make no more lines
than are in the study. Having successfully mastered this
outline, put a circle or panel behind the figure and use
some solid black, and a gray stipple or line, and make a
contrast arrangement of it. For instance, the hair and
waist might be black— or the panel or circle black, and
the hair and waist gray or — well, you fix it to suit your-
After the first essential, accuracy of form, has been ob-
tained, there are various ways of rendering an outline. A
regular even line is apt to produce stiffness, and for this
reason the lines are usually broken, that is left open at
places. (See No. l). This outline, however, is drawn
with a fairly even and exact line of medium strength. The
outlines in No. 2 are quite light, giving a delicate effect to
the drawing. In cartoon No. 3 you notice two grades of
lines, heavy outside, light inside ; a common arrangement
and good for various purposes, but to be used intelligently,
as the heavy outline effect is apt to leave the impression
that the picture is "sawed" out of a board. Any stiff, un-
broken outline will do this.
A double line outline is frequently used to advantage,
and is much softer than a single line, and much of the
outline may sometimes be entirely eliminated to good ad-
vantage—but of this, more later. If his first attempts are
a little stiff, the beginner need not worry if his proportions
are accurate, for accuracy is the first consideration.
Now for some pen technique studies, I might give you a
lot of exercises to do, but such work is uninteresting, and
I have found that, on the whole, the student learns pen
technique faster by copying the strokes of masters in this
line of work.
No. 4 is by Polenski, the well known newspaper illus-
trator, now with the Chicago American, and the other by
Williams, of the News. Both of them are good studies in
pen rendering, and as such are worth all the time you will
put on them. First outline carefully, as previously directed,
that is, block in with pencil, outlining shadows, highlights,
etc, enlarging about one-third. After vou have your "out-
lines in good shape, transfer your drawing to a nice clean
sheet of paper and finish with pen and ink.
If you have never drawn much with a pen, these shading
strokes will make you go some — try them. Lincoln's head
on the cover of this issue is also a good study for you.
I shall be pleased to criticise your drawings if you send
them to me with return postage.
W Mr. (i. H. Lockwond. ourchief Art Instructor,
wrote the first course In
Designing, Illustrating and Cartooning
in ism-tlielirst course cf its kind In thecoun-
try and has spent all histnn- ■ • • mi|»t-
tecttng our methods. Write tor ''The Proof"
ami other illustrated mat I >t. \
THE LOOKWOOD-STOLTZ ART SCHOOL.
Department A, Kalamazoo, Mich.
By E. L. Brown, Rockland, Me.
FIFTY years ago or more, a person who could write a
bold, shaded hand, and with a few magical sweeps pro-
duce an apology for a bird, was recognized as an all-
around penman ; today he would be a back number and
could not earn his salt. These qualifications are all right
as far as they go, but they are not broad enough in their
scope to suit modern conditions. The penman of today
must not only be capable of executing all styles of plain
and fancy writing, lettering and pen drawing, but he must
know something about brush and color illumination.
However, don't neglect flourishing — it means more grace
and harmony in your decorative drawing, aside from much
For the position of hands see cut.
Rest the hand on the little finger and swing the arm
from the shoulder. As a rule, the strokes are made from
the body, but it is often advantageous to grasp the pen as
for ordinary writing and draw the arm towards the body.
The ink used, should and must be, free-flowing and
black for the best results. Study arrangement of lines,
shades, etc., and do not allow one shaded stroke to cross
Illustrating pen holding and position for flourishing.
In sending specimens for criticism send no more than ih:
of your best work and be sure to designate some letter
M. E. C. — The main criticism of your work is in reference to
the angular finishing turns of your letters. This is especially
prominent in the small I's. The top of your Ps should be
rounded instead of pointed. The top loop in the Capital L should
be on the same slant as the small 1, and start the up stroke a
little nearer the base line. Your minimum letters should be some
shorter for their width. Your figures are all right.
B. — Considering the change in style that you have made in your
writing, it is very good. Your capitals show a fairly good move-
ment, but your small letters are a little weak and shaky. Put
more force in your movement. It may be free enough, but without
the proper force behind it, your lines will be shaky. Use the same
free movement in your writing as you do in your oval practice.
Hazel T. — Your writing shows a fairly good movement. A little
more attention should be given to the finishing turn in the m and n.
That will give you a better connecting line. Make the capitals M
and N a little taller with the same width. Close the small a at the
top. Cross the loop of the g at the base line.
\Y. B. M. — Your oval exercises look a little scratchy. Keep an
even pressure on the pen and be sure that the pen is square with
the paper, that is, both nibs of the pen touching the paper alike.
Your capital A's are too slanting. A little more forward and back
movement instead of the side movement would improve your
R. Thomas. — Your ovals are fine. Your writing is good, but
your small letters are strung out a little too much, taking too much
space on the line. Make them a little more compact. Strengthen
your capital letters by some good lively practice.
M. H. — Your capitals are better than your small letters. The
down stroke in the capital T should come straight to the line and
stop. Make both parts of the capital H the same height. Your
capital M is too wide for its height. Make it narrower and
higher. The same for the capital N. Be sure that all down strokes
in your small letters are on the same slant and come down to the
E. E. — The up stroke in your capital I is made in the wrong di-
rection. Make it toward the upper right hand corner of the paper
instead of toward the left. Make your capital M a little nar-
rower. Begin the small r like the small m and n.
R. D. Sorel — Your ovals are good and the movement on your
small letters appears to be free. If you will blant the up strokes
in your small m and n a little less, it will improve your writing.
The beginnings of your letters U, W, N, V, Z, and Y, in fact all
of that class, are too large. Do not make them larger than the
small letter o. Your capitals M and N are not tall enough for
their width. Better begin the capital P with an up stroke. Use
t».e final style of t at the end of a word, but in no other place.
L. J. C. Sorel — There is too much side action to the hand in
your oval exercises. This is also true in your small letters. Prob-
ably your paper is turned too far to the side. There should be no
turn at the base in your small letters m and n. The turn should
be at the finish. Are you sure that your pen holder points back
across the arm, half way between the elbow and shoulder?
T. D. Sorel — There is something wrong either with your pen or
with the pressure you put on it which makes your oval exercises
look so heavy. Find out what is the matter if you can. Your
small letters are a little angular. There is a little too much side
motion, thus making your letters too wide as well as too slant-
ing. Straighten them up, especially the capitals D and O. Your
capital J is too wide at the top.
J. J. B. Sorel — Your movement is good, but it is not exactly the
right kind. The longest way through your ovals should be on a
slant with your writing. Your small w is too wide. The beginning
oi your V, II and similar letters is too large. Discard your style
of capital R immediately. A little effort for control will help you
SUCCESS IN TEACHING the commercial ^ranches is assured with
the aid of our practical books. They produce results.
The popularity of our publications is due to the facts that the authors are
men of large experience, both in business and as teachers; the subjects are pre-
sented in an attractive manner, useless theorizing has been omitted, and the
explanations are clear and concise. These books make study interesting to the
student, tlie work of the teacher as light as possible, and they are also well ar-
ranged for reference.
Write at once for illustrated catalogue, and full information concerning
Practical Spelling, New Practical Spelling, Letter Writing, Lessons in Let-
ter Writing, Plain English, Exercises in English, New Practical Arithmetic,
Commercial Law, Practical Shorthand, New Practical Typewriting, Progress-
ive Bookkeeping, Mercantile Practical Bookkeeping, Complete Practical Book-
keeping, Twentieth Century Business Practice.
Many teachers include a copy of our Everybody's Dictionary Uest-pocket
size) in each pupil's outfit.
Be wise; use the best books.
L. B. Sorel — Your writing is entirely too large, and much of it
is too heavy. It is individual in style, but some of the style is
not of the best. Pattern after your copies a little more closely.
J. M. J. V. Sorel— Your ovals slant in the wrong direction, and
your writing slants the other way too much. It is entirely too
large, and your pages do not show sufficient care to make criticism
A. M. D. G. — Your writing is too heavy. Work for more free-
dom and a lighter touch. Your capitals are too large, and your
small letters would be better if they were not so large. Make a
better selection of styles for your capitals.
E. B. C. — From the appearance of your writing you are not
holding your pen correctly. Be sure that both nibs of the pen
touch the paper with the same pressure and that your hand does
not rest on the side. The frequent angles in your letters indicate
something wrong of this nature. Your down strokes should be as
light as your up strokes. A little more systematic practice would
bring better results. Always write on the line. Your pages appear
as though you could .not see the lines or that you give no at-
tention to them.
M. E. M. — Your exercises show a fairly free movement, but they
are a little weak. Put more strength in your movement and be
sure" that the pen touches the paper evenly at all times. Watch
your base line. i ne space between your small u's should be
wider. Close the small a at the top. A little less slant in the
connecting stroke of your small letters m and n. Your capitals
M and N are too wide for their height.
H. J. C— Your movems
little less slant in the up
will improve these letters.
H. E. J. Scranton — Youi
writing is generally good
more open space between
nt exercises look a little scratchy. A
strokes of your small letters m and n
As a whole your writing is very good.
movement exercises are good and your
in all of the pages submitted. A little
the small letters m and n in your ex-
11. Be careful of the down strokes in
the small n. The upward and finishing strokes of your capital A are
a little weak; give that special attention.
C. la V. — Your writing is very neat, but it does not show enough
of the movement of the arm. Be sure that the hand glides freely
over the paper and that the center of all your movement is at the
muscle just below the elbow. Bring all of your down strokes down
to the line and make your up strokes all on the same slant.
Long Branch — Your oval exercises are very good except that they
slant a little too much. The down stroke in your small letter c
should be nearly straignt. The letter c should be made more like
the letter i with the hook at the top. The down strokes in your
small i's are too heavy, and the turn at the base is too angular.
The movement in your writing appears heavy.
X. Y. Z., Xebr. — You have sent in some very good work on
ornamental copies, and but little of it needs criticism. You should
round out the base oval of the capital I, and also of the capital S.
Some of the hair lines in your U, V, W and Y are a little un-
steady. You must use a "driving, swinging, snappy motion."
The most popular pens are
av ^ nnHIHaHl ^ K MiaHBaaH
Made in ISO Styles
Fine Points, Al, 128, 333
Business, 048, 1 30
Broad Points, 312,313, 314
Turned-up Points, 477
Esterbrook Steel Pen Mfg. Co.
Works: Camden, X. J. 26 John St., N. Y
OUR NEW AND COMPLETE
Consists of Three Paris
MODERN ACCOUNTANT— This text makes no use
of business papers, but devotes the time and eBorts ol
the pupil to the science of accounts. It lays a very
thorough foundation and is followed by
WHOLESALE ACCOUNTING, making use of the
business papers. This is one of the strongest, clearest,
most interesting and inspiring bookkeeping set on the
MERCANTILE ACCOUNTING, the third and last
part in this complete series, is a new work. It is an
advanced set. both in its accounting and business
practice features. It makes use of business papers.
The transactions used are illustrative of a high order
of business. The computations required are such as
to test and develop the mental sinew of the student.
YOUR CORRESPONDENCE IS SOLICITED.
Powers & Lyons
By John F. Siple, Banks Business College, Philadelphia, Pa.
By H. D. Cluly, Pupil of John F. Siple, Banks Business College, Philadelphia, Pa.
6 Automatic Shading Pens, 2 colors ffl flft
ink. alphabets and loslruclions, noslpald $*■ «UU
Send stamps for Price List and Catalog.
Indispensable Instruments of Progress and
Perfection in Penmanship.
? ? DON'T TOD WANT TO USE IT. TOO ? ?
"I hare been using 'BUSINESS AID* in
on) college zvork. I consider il the best
trot uf magazine in that line of work I
have ever seen." -R J. Wallace. Denver.
Besides giving the cream of practical
business law nezes, covering bookkeeping
commercial paper, etc.. BUSINESS AID
now gives condensed news and views of
the business zvorld, special articles on
how to do things, etc. Trv it three months
for 25 cents. Address "BUSINESS AID"
112 Clark St., Chicago 111.
No. 604 E. F. Double Elastic Fen
No. 601 E. F. Magnum Quill Pen
Sold by Stationers Everywhere
Joseph Gllloll & Sons. Alfred Field £ Co.. Sole Ails
93 Chambers St., New York
1 1 parti
I am the man who won the World - !
First l'rize in Penmanship. By rm
new sysieui 1 can make an expert peri
man of you by mail. 1 also teach Book
kwp.nf; and Gregg Shorthand by mail
Am ptnoliig my students as instructors
in oommerc at colleges. If you wish to
hitter penmaj write me foi
nil ore, I win sendyouFRKE ,
..-..' Favorite Pens and a copy of
the Ua sjtnuriar Journal. Inc'ose stamp
C. W. RANSOM,
2835 Euclid Ave.KANSASCITY.Mo.
Learn to Write your name right. 25c.
A trial lesson in Writing. 25c; Lettering. 25c:
Flourishing. 25c: Card Writing, 25c: Draw-
ing, 2Se: Designing. 25c: 25 cards, anyname,
, 5c: F., ow . to ° r sanizeClasses,2Sc:Circular
2c. Ad. Parsons, Penman, KeoKuK, la.
For Business Colleges and Public Schools, designed by artists of skill
and experience. We carry the largest variety of Stock Diplomas
New Catalog ready about February First. Orders promptly filled—
work guaranteed— prices the lowest. The H. & B. imprint stands
for excellence. Is it on your diplomas? Resolutions Engrossed
HOWARD & BROWN, Rockland, Maine.
A well advertised Penmanship Correspon-
dence School. It can be easily moved to any
place desired.— bv purchaser.
This is a splendid opportunity for a first-
class penman, who is, or can be, perman-
Other business relations require us to sell
at once at a very reasonable price.
If you are interested write now for particu-
lars. Address. w. H. B.
Care American Penman, Cedar Rapids, la.
Your picture drawn with India ink 16x20
for $2.00, photo returned. Suitable for
framing. Send good photo. Two large bird
flourishes, 18x20. for $1.00, a work of art A
set of ornate and business capitals for 10c
Lards 15c a dozen. 20 lessons in ornate and
business penmanship for $10.00, and asst
of small flourishes for 50c.
JAMES R. TILLMAN.
I will writer I DTIC
your name ^AJXUD
on 1 dozen for iSc
I will give Free a pack
of samples and send terms to agents with
each order. Agents Wanted.
Blank Cards. I have the very best blank cards
now onthemaTket. Hand cut. Come in 17
different colors. Sample 100 postpaid, 15c-
1000 by express, 75c. Card Circular for red
Comic Joker Cards. About 25 different kinds
many new, 100 postpaid, 23c. Less for more.
Ink. Glossy black or very best white, 15c
per bottle. 1 Oblique penholder 10c. 1 doz.
Galon's No. 1 pens, 10c. Lessons in Card
Writing. Circular for stamp.
W. A. BODE, Fair-Haven. Pa.
TO HAVE BEEN FIRST
TO HAVE BECOME FIRST
3 PROVES MERIT.
V. ("The shorthand of the English-speaking people."— Guilbert Pitman.)
3 HAS BECOME FIRST.
•A ♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦♦ V*
If YOU haven't investigated GREGG SHORT-
•A HAND — whether you are a school proprietor or
S7 a teacher — we both lose. We will do our part.
wp Will you do yours ?
Yv Write for additional information and a copy of
^ "Shorthand Contests." We shall want more ^5
jjf "Gregg" teachers than ever this year. Why not p»
^ prepare yourself to meet the demand? ^
*— , — 1
2 The Gregg Publishing Company |
~N New York Chicago V-
Are You From Missouri?
Then let us show you, that the Byrne Simp-
lified Shorthand has merit. The way we
propose to do this is to SHOW YOU by
teaching you FREE OF CHARGE, if you
are a teacher of shorthand, through our
home-study department, so that yon may
base your decision on a knowledge of the
system, not hearsay.
Yes. you have a good system, but there are
inventions being made every day that revo-
lutionize the world: so it is in shorthand,
the Byrne Simplified is not a modification,
but a revolution of the "Mystic Art," a sys-
tem that is the same in business corre-
spondence and in court reporting, a system
that meets every requirement of the Com-
mercial world, a system that is gaining in
favor and in reputation daily.
You are under no obligation if you ac-
cept this FREE offer. Ask for particulars.
Byrne Publishing Co.,
Home Study Courses
Our school offers an op-
portunity to study at home
under the personal instruc-
tion of leading professors in
CARD CASE WWS&
Mail mo 35.- for 3
dozen Cards with
your name Fancy
and get this Aluminum Card Case FREE.
J. WILLIAMS. 873 Brandeis Blk., Omaha, Neb.
/^X s. anv name,
Z-£^fc*^ \ Plain or or-
white or in
fSc dozen— superior work, finest card, writ-
ten with the best ink. Cards written with
Invisible Ink 25c doz. when card is heated
writing appears a pretty black. Comic
Cards, all new. twelve different kinds, writ-
ten any style, 25c doz.
PENMEN: I make the very best inks:
Best black ink for card writing and orna-
mental writing 25c bottle. India Ink espec-
ially prepared for writing to be photo-en-
graved 25c bottle. Permanent Glossy White
Ink— crackless 2Sc bottle. Invisible Ink.
new discovery, 25c bottle. Instantaneous Ink
Eradicator: instantly removes ink from pa-
per of any kind without injury to paper, 25c
bottle. Five bottles of any of the above for
$1.00. 500 very best white cards 75c. Color-
ed cards, in the five best colors for white
ink. 500-60C. L, M. Lewis,
No. 1, by Miss Blanche Wiatt, No. 2, by Miss Kathryn McDonald, Pupils of Mr. Frank Hook,
Temple College, Philadelphia, Pa.
/ " h B 8 :
: ;; :: S i
A competent lady teacher of
the Isaac Pitman shorthand for
Technical High School in one of
the leading cities of the State
of Massachusetts. Applv, stating
previous experience, to "E, "care
Isaac Pitman & Sons, 31 Union
Square, New York.
Townsend Bldg. , New York City, in
which is located the eastern office
of the Gregg Pub. Co.
A old established business college
in the middle west. The school is a
good one and is doing a good busi-
ness. Do not answer unless you
mean business and have some money.
Care American Penman.
The Van Sant System of Touch Typewriting.
The A. N. Palmer Company will hereafter keep a full supply of the Van
Sant System of Touch Typewriting at Cedar Rapids, and at
32 Union Square, New York. Eastern buyers will
please send their orders to New York.
It is not necessary to say anything in regard to the merits of this system. The fact
that over 300,000 copies were sold with very little advertising within seven
years after the system was first exhibited at the National Commercial Teachers' Associa-
tion is an evidence of its popularity.
It is published in both chart and pamphlet form for all the leading machines. The
pamphlet form contains eight pages more matter, and forms a handy reference and prac-
tice book for students after the completion of their school work. It keeps the lessons to-
gether, and the transportation is only about one-third as much as on the charts. Retail
price in either form SO cents. Liberal discounts to schools.
In ordering state for what machine, and whether desired in chart or pamphlet form.
The A. N. Palmer Co.,
Order from nearest point. Cedar Rapids, Iowa, and 32 Union Square, New York.
WRITE TO THE
ROCHESTER, N. Y.
For a copy of the syllabus of our normal training course for com-
Large class now receiving advanced instruction in the commercial
texts and taking the special work in pedagogy and method.
Applications for commercial teachers prepared by us constantly
coming in from many states.
A. W. Kimpson, Mexico, Mo.
MoneV J n EngrOSSing A °y First-class Business School
» ,. . . . i that Hpcirps for the pnming season an Al
It is a pleasant and profitable
business. Our lessons have been
planned to prepare penmen to do
allround pen and brush work:
The kind that has a "money
What materials to use; how to use them :
How to design and work up sets of resolu-
tions: How to get business and how to
charge for your work are some of the valu-
able features of our courses.
Our catalogue will interest you.
100 Boylston St. BOSTON. MASS
that desires for the coming season an Al
office man that can close business, also
teach up to date business writing and get re-
sults, should correspond with
A. b. c. American Penman.
Cards ! Cards ! Cards !
I will write your name on one dozen cards,
■ither white or colored, for ISc.
Tj^*-<^"—^ 1948 W. SOth St.,
'-^pyyg-^ Cleveland, Ohio.
Samples cheerfully sent.
to All Others,
20 to 50 per .cent, shorter,
nore legible, and can be
in Halt the Time.
With triis System It is
"Dictation from Start to Finish.
Sample Copy aid Mail Instructions
to Shorthand Teachers. $1.
Ferguson Shorthand Co.
One Dozen Cards Free
with your own name to prospective
agents— students only.- Send two cent
stamp for postage. Xo Postal Cards or
request without stamp noticed. Send to-
day. Address Prof. L.R. Woolflnslon,
Box 124, Columbus, Ohio
Profitable Pen Art,
tical Art. very ea
id. Individual instru
World's Correspondence School of Pen Art,
Junction City, 0.
Wtintarl Commercial Teacher for
" ollieu. high-grade Eastern
Business College, to begin next fall. Ap-
plications are desired only from those who
can measure up to the highest standard.
Correspondence will be treated as strictly
confidential. Give full particulars in first
letter. Address EAST,
Care American Penman.
June 1st, young man to teach Arith-
metic, Penmanship, Bookkeeping,
and Gregg Shorthand. Salary $720.
Address "Minnesota School," care
of The American Penman.
Get the Best.
I am not an all round man— I am a penman.
Competent judges say that I am the best in
America for my age. I will write your name,
in my very best band on one dozen cards,
white or colored for 15c. On one dozen
beautiful dtsign or comic cards for 20c.
One set ornamental capitals, superfine, 20c
One set business capitals, - - - 10c
Scrap-book specimen, something unique, ISc
Try me. I'll treat you right. Agents
terms and samples for a red stamp.
A. W. Kimpson,
B usiness Colleges, High Schools, and would
be Teachers to know that a superior Train-
ing School for Teachers in boih the Com-
mercial and Shorthand (Isaac Pitman)
Courses, is conducted by the School of
Commerce, Accounting and Finance, Picton,
Mr. Sayers, the Principal, is an honor
graduate of the School of Pedagogy and has
had an experience of several years in both
High School and Model School work, hav-
ing been connected as an in-tructor for four
years with a Government Training School
G R EGG
By E. M. Barler
By F. O. Pinks, Scranton, Pa.
MIDLAND TEACHERS' AGENCIES.
Offices:— Warrensburg, Mo.; Juniata, Nebr.; Pendleton, Oregon;
Lander, Wyo.; Sherman, Texas; Richmond, Ky.
We need some first-class men for Commercial Work. Vacancies at all
times. No Registration Fees. Write any office.
40 Commercial Teachers Needed
For positions that are now open. Good salaries.
If you contemplate making a change next fall, now is the time to register. Many of
the best schools employ their teachers early in the season.
Continental Teachers' Agency,
BOWLING GREEN, KY.
FREE enrollment if you mention this paper.
Head of Department Wanted
We have been asked to find a man
who is prepared to organize and take
^ ^ full charge of the commercial de
partment in one of the largest high schools in the country— a school having over fifteen
hundred pupils in attendance. Work begins in September. We have other good open
ings for high-class penmen and commercial teachers. No advance fee. Confidential ser.
vice. Write us.
The Specialists' Educational Bureau,
ROBERT A. GRANT. Mgr. Webster Groves Sta., St. Louis. Mo.
First Come, First Served.
The principal of an excellent school says, "Get two Al commercial men for September,
salary $120 to $150 per month. No evening work." Another says, "The man who gets
this place must come through you. I shall leave it entirely to your judgment." Commer-
cial, August 1, ten months' teaching, one month soliciting, salary $1200 to $1500. A square
man says, "Begin now to look for a commercial man for me for September, $1200 to $1300.
No one but you will get a chance at this."
A citv principal says, "Get me an Al lady for touch typewriting July 1. salary $75-$85.
This request will go to no other Agency."
A city superintendent writes. "You have served us well. Now we want to get into the
market early for a good all-round Gregg and commercial man for next September, salary
$80 a month for nine months." Space is too much limited for more now. May we help
you? Full information free.
THE NATIONAL COMMERCIAL TEACHERS' AGENCY,
Commercial and Shorthand Teachers to
know that they can secure the best positions
through the CENTRAL TEACHERS'
AGENCY. Established 1899. Registration
frte: vacancies everywhere. Tell us today
just what you desire.
E. C. ROGERS, Manager,
20 East Gay Street. Columbus. Ohio.
Colorado Teachers' Agency.
We want competent commercial teachers
for desirable positions. We operate thruout
the entire west. We have calls now for
teachers of commercial subjects in high-
Ex-State Superintendent, Manager, Denver,
Col. Eastern office: 101 Market Street,
Harrisburg. Pa. Southern office: 12-16
Trinity Ave., Atlanta, Ga.
A Specialty by. a Specialist.
E. E. GAYLORD, Manager, 25 Essex St., Beverly, Mass
ness College in a flourishing town in N. E.
Mo. Present enrollment fifty students.
$750.00 will buy a good business College in
a Kentucky town of over 17000 population.
No opposition in either school. Write for
Commercial Teachers are enrolling for
changes the beginning of the year. Enroll-
ment free. G. W. Beckler.
J. D. Rice, Pres. Sec. and Treas.
U. S. Com'l Teachers' Bureau.
The best book on the subject. Written
and illustrated by the'Wizard of the Pen."
A complete training in expert handwrit-
ing. Hundreds of endorsements. Sent
upon receipt of $1.50. Francis B. Courtney.
Caton's College, Minneapolis, Minn.
The Benn Pitman System
Of Phonography is the National American Standard
of Shorthand Instruction and Practise.
Taught in the Public High Schools of 24 out of the 37
Cities of the first class (100,000 population and over)
in the United States.
[Send for our selected list of Public High Schools].
Taught in more Private Commercial Schools than all
non-Pitmanic systems combined.
[Send for our selected list of Commercial Schools].
Taught in a majority of the Catholic Parochial and Insti-
tutional Schools that teach Shorthand.
[Send for our selected list of Catholic Schools].
Used by the Official Reporters of Debates of the United
Used by two-thirds cf the Shorthand Clerks holding Civil
Service positions under the United States Govern-
Used by a majority of the Official Shorthand Reporters
in the State and Federal Courts.
The Phonographic Institute Company,
■ENN PITMAN, President.
JEROME B. HOWARD, Manager.
"BRIEF COURSE" ON TRIAL!
(Note Ihe character of the JURORS)
"We shall be pleased to receive forty copies of the first
lessons for a trial in our classes." (Result: Order for 46
completexopies.) — A. O. Thomas, Pies. Slate', Normal
School, Kearney, Nebr.
"They are certainly marvels— I cannot find even altypo-
graphical error. They are as brief as any of the would-be
systems, and in using them one has the satisfaction of
knowing that he has a svstem that has stood the test of
time.—/,. C. Riismisel, Department of Commerce St
Joseph, Mo.. High School.
36 copies of first lessons taken on trial at Antigo, Aug. 12.
"Thus far we are more than pleased with the work "
Order for 36 copies for Stevens Point school, Sept. 6.
"We are getting excellent results." Oct. 4.
"We are much pleased with the (complete) books, and
thank you for taking care of our needs so nicely " Oct 23
—Showers & Martin Chain of Wisconsin Schools.
"Glad to say our students like the work very much and
are getting along nicely." (Introductory order for S7
cooiea.)— Hilbarger & Price, Wichita Bus. College
li ichita. Kan.
"I will say to you frankly, I have received better results
from your new book than from any other book I have
ever used."- If. E. Cornell ,1 Graham .School of Short-
hand. Battle Creek, Mich.
"I received the advance lessons you sent me, and have
been using them with the greatest of success."-/?. M
Houston, The Federal Bus. College, Perth, Ontai io.
"I believe the books are going to give great satisfac-
V?",; ~-]i! s - 'I,- ST - Greenwood, State Normal School,
J alley City, N. Dak.
_"I ■ am highly pleased wilh the progress of our pupils "—
J*. £. Cooper, Hill's Business College, Waco. Tex.
Paoer Bound Copy Free | THE ARTHUR J. BARNES PUB. CO.,
Io Shorltiand Teachers
ST. LOFIS, MO.
"One superior to all others of the same
kind."— Webster's International Dictionary.
"The Typewriter superior to all other writ-
ing machines."— Every Monarch user.
The Monarch Typewriter Company,
General Offices and Factory,
Syracuse, N. Y.
The 1 906 Edition contains many new and superior
Specimens — Delights poor writers and good — It
covers the whole field of Penmanship and
Pen Work — 136 Pages — Including Complete
Business Writing by A. N. Palmer.
Ornamental Writing by F. B. Courtney.
Flourishing by E. L. Brown.
Drawing by Grant Wallace.
Supplementary Work by Canan, Mills,
Tamblyn, Lehman, Lister, Pierson, Doner,
Gardiner, Kelchner, Bussard, Bartow,
Henning, Zaner. Beacom. Walker. Holt,
Secured only as premium with the Ameri-
can Penman. With the Student's Edition
$1.00. With the Professional Edition $1.50.
If you are already a subscriber, 50 cents
will bring you 136 pages of top-notch skill,
if you remind us of the month with which
your subscription expires. Remember this
and save delay. Money refunded if dis-
The A. N. Palmer Co., Cedar Rapids, Iowa
New York ai
are used for instruction purposes by the
schools of Unitecf States and Canada than
all other makes of typewriters combined?
Well, the Answer is Easy
Students of shorthand and
typewriting know that the
Remington is the Standard
machine, and that Reming-
ton operators always enjoy
the best opportunities.
Therefore students are wise
enough to want instruction
on the Remington, and the
best schools are wise
enough to give it.
Kemington I ypewriter
Sljc Uusinrsa Journal
A SUCCESSFUL TEACHER.
L. C. Horton is one of the many western men who have
chosen to do most of their work in the East. He was born
some forty years ago in Fulton County. 111., and his early-
interest in penmanship was so great that when he succeeded
in earning a dollar of the silver variety common in the West,
he exchanged it for one of paper and sent it to Gaskell's
Gazette for a year's subscription to that publication, and be-
fore long he was producing work which compared favorably
with the models set before him.
His first teacher was a penman by the name of Raymond,
but his real instruction in penmanship began when he entered
the Cedar Rapids Business College. He afterward taught in
the public schools of Muscatine and Nichols, Iowa, all the
time improving himself in penmanship. This branch of his
knowledge won him a position in a business school in Pueblo,
Colo., but after remaining there for a few months he ac-
cepted, in 1891, a position in Wilkesbarre, Pa. After a year
in the Wilkes-Barre school, he returned to Illinois and be-
came associated with G. W. Wallace in a school at Dixon.
interested in handwriting from the standpoint of the expert,
and has lately been connected with a number of notable cases.
He is frequently called into consultation by the leaders of the
profession, and his opinion is valued by them.
His work as school manager has given him considerable
experience in the preparation of advertising matter, and this
is one of his strongest points. He also teaches mathematics
and commercial law, and is perfectly at home as a lecturer.
In connection with his work in arithmetic, he is the inventor
of several devices, among them the Numeroscope and the
Mr. Horton's habits are exceptional, as he not only ab-
stains from tobacco and intoxicants, but from tea and coffee.
He believes that a penman especially, in order to do his best
work, should have the most abstemious habits. He is studious
in his nature and in every way an ornament to the profes-
sion. His off-hand penmanship ranks with the best produced
in this country at the present time. Because of his modesty,
he is not so well known as he should be, but his experience
and worth cannot fail to count even more strongly in his
favor in the future than they have in the past.
The only break in the delightful home life of Mr. Horton
has been the recent serious illness of Mrs. Horton, from which
she is now happily recovering. They have two daughters,
aged eleven and six years.
L. C. Horton
Leaving Dixon Mr. Horton entered the employ of the
Stewart School, Trenton, N. J., remaining with them for four
years. During that period he ma-rried Miss Anna Page
Brown, a daughter of the City Treasurer, in 1896. From
Trenton Mr. Horton removed to Xewark, to become head of
the commercial department of Coleman's Business College.
A flattering offer having been made to him by Banks Business
College, he terminated his engagement in Newark at the end
of the third year, and went to Philadelphia, but he was re-
called to the Coleman school to act as principal and since
that time has conducted this work with marked success.
Fulton County. 111., has produced many well known pen-
men and business educators, among them G. W. Brown, of
the Brown chain of schools, D. L. Musselman. of Quincy,
H. B. Henkel, of Springfield, and F. J. Toland, head of the
Toland chain, with headquarters at LaCrosse, Wise. With
these penmen Mr. Horton ranks well, and excels as black-
board writer and instructor. About ten years ago he became